An Advance Organizer helps to organize new material by outlining, arranging and sequencing the main idea of the new material based on what the learner already knows.
Using the Anticipation/Reaction Guide, students will make predictions based upon prior knowledge and evaluate those predictions after exposure to new information.
Possible Sentences takes what students know of a topic and their familiarity with the English language sentence structure to activate prior knowledge of a topic. After new information is introduced through the use of cognitive teaching strategies, possible sentences are re-evaluated for accuracy.
In this activity, students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawing say to them about what they learned.
In this activity, students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawing say to them about what they learned.
During Two Minute Talks, students will share with a partner by brainstorming everything they already know (prior knowledge) about a skill, topic, or concept. In doing so, they are establishing a foundation of knowledge in preparation for learning new information about the skill, topic, or concept.
In this activity, students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned. Teachers can also repeat this activity as a transition to writing to help students evaluate what they have learned from reading.
TAP (Topic, Audience, Purpose) -Students look at the prompt to determine what their essay’s main topic is (topic), to whom they are writing (audience) , and the main idea/thesis (purpose).
Texas A & M provides clear definitions of keys words from prompts.
Reading Process Pre-reading: Ability to select appropriate texts and understand necessary reading strategies needed for the task.
Note-taking: Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
Organizing Notes: Ability to prioritize and narrow notes and other information.
Pre-reading, note-taking, and organizing notes are all part of active reading and can be overlapping aspects of an integrated process. Below are strategies for active reading.
For maximum effectiveness, setting a single purpose for reading, especially for struggling readers, helps avoid confusion from the overload of multiple purposes.
The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.
Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension.
This is a technique that is used after students have already completed their own individual annotations; it is a great strategy to stimulate a small or large group discussion that engages and honors different perspectives on the same text.
The process involves identifying the key concepts as they read, putting those concepts in their own words and explaining why the concept is important and/or making connections to other concepts.
It requires students to first identify the organizational structure of an informational text and then take notes on essential ideas and information in the text using a structure that parallels the organization of the text.
The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others.
AdLit.org: This site provides a wealth of strategies to be used at different parts of the reading process.
==
== Writing
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
Initiation of Task: Ability to establish a claim and consolidate information relevant to task.
Planning: Ability to develop a line of thought and text structure appropriate to an argumentation task.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
Revision & Editing: Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and presentation.
TAP (Topic, Audience, Purpose) -Students look at the prompt to determine what their essay’s main topic is (topic), to whom they are writing (audience) , and the main idea/thesis (purpose).
Literacy Strategies
20 Literacy Strategies to Meet the Common Core: From Solution Tree
Task Engagement
Northeast Texas Consortium
Guilford, NC
Anticipation Guide:
Greece Central School District
Saskatoon [[#|Schools]]
Guilford, NC
Northwest Regional Education Research Laboratory
Guilford, NC
Guilford, NC Schools
Guilford, NC Schools
Saskatoon Public Schools
Guilford, NC Schools
Guilford, NC [[#|Schools]]
Task AnalysisReading Process
Pre-reading: Ability to select appropriate texts and understand necessary reading strategies needed for the task.
Note-taking: Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
Organizing Notes: Ability to prioritize and narrow notes and other information.
Pre-reading, note-taking, and organizing notes are all part of active reading and can be overlapping aspects of an integrated process. Below are strategies for active reading.
Ohio Resource Center
Utah Education Network
Reading Quests
- Worksheet 1
Reading RocketsPoster 1
Poster 2
Worksheet for SQUEEPERS
Pearson Publishing
Question
Predict
Read
Respond
Summarize
Putnum Public Schools
AdLit.org
AdLit.org
Greece Central School District
Greece Central School District
Greece Central School District
Greece Central School District
Greece Central School District
Greece Central School District
ReadWriteThink.org
asks open-ended questions. Within the context of the discussion, students listen
closely to the comments of others, thinking critically for themselves, and articulate
their own thoughts and their responses to the thoughts of others.
==
Writing
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
Initiation of Task: Ability to establish a claim and consolidate information relevant to task.
Planning: Ability to develop a line of thought and text structure appropriate to an argumentation task.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
Revision & Editing: Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and presentation.
A& M
Other Resources